Kōhatu, Centre for Hauora Māori, University of Otago.
N Z Med J. 2021 Oct 8;134(1543):59-68.
This paper aims to describe a number of sociological and theoretical foundations that underpin selection into tertiary health education in New Zealand and that have historically served to limit the participation of Māori students in restricted-entry health professional programmes. It further describes practical steps that can be taken to promote pro-equity changes within tertiary institutions. First, we discuss the sociological concept of meritocracy as a dominant approach to student selection and pedagogy in universities, and we describe the consequences of this approach for Māori students. Second, we discuss the concepts of white supremacy and privilege as two organising sets of values that interplay with each other and shape the tertiary environment. Third, we discuss possible alternative theoretical and ethical approaches based on Rawls' theory of justice, mana motuhake and strengths-based assumptions. Finally, we illustrate these alternative approaches, which are fundamentally committed to Te Tiriti o Waitangi, with an example of their successful application.
本文旨在描述新西兰高等健康教育培训选拔中一些支撑性的社会学和理论基础，这些基础历史上限制了毛利学生参与受限准入的健康专业课程。本文进一步描述了在高等教育机构内推动公平权益变革的实际步骤。首先，我们讨论了作为大学学生选拔和教学主要方法的精英主义的社会学概念，并描述了这种方法对毛利学生的影响。其次，我们讨论了白人至上和特权这两个相互作用并塑造高等教育环境的组织性价值观。第三，我们讨论了基于罗尔斯正义论、毛利人主权和基于优势的假设的可能的替代理论和伦理方法。最后，我们用一个成功应用的例子来说明这些替代方法，这些方法从根本上致力于《怀唐伊条约》。
